s n=36 Director n=7 Manager n=9 Supervisor n=6 Educational coordinator n=6 Assistant Manager n=6 Other; clinical preceptor, clinical specialist n=2 Mean ±SD
or% Mean ±SD or% Mean ±SD or% Mean ±SD or% Mean ±SD or% Mean ±SD or% Male Female 42.9% 57.1% 44.4% 55.6% 50% 50% 66.7% 33.3% 33.3% 66.7% 50% 50% Current position in years M=9.14 SD±10.36 M=5.74 SD±5.79 M=3.08 SD±3.58 M=7.33 SD±4.88 M=9.41 SD±11.55 M=13 SD±1.41 Years of experience as an RT M=31 SD±9.27 M=18.22 SD±7.64 M=18.5 SD±9.60 M=25.33 SD±10.40 M=25.5 SD±9.60 M=33.50 SD±4.94
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Table 2. 5 Most Effective Clinical Teaching Characteristics Ranked by Respiratory Therapy Department Directors (n=7)
Item
No. Behavior Description Category Mean
Std. Deviation PC2 Shows genuine interest in
patients and their care Professional competence 4.85 .37 PA3 Demonstrates self-control &
patience
Personal Attributes 4.71 .48 PC13 Evaluates students objectively
and fairly
Professional competence
4.71 .48
PC10 Demonstrates skills, attitudes & values that are developed
by students in clinical area(Role modeling)
Professional competence
4.71 .48
PA11 Exhibits responsibility Personal Attributes 4.57 .53 Findings Related to Research Question 2
The second research question asked, “What are the behavioral teaching characteristics among preceptors that respiratory therapy department managers consider the most important?” Table 3 shows mean scores (M) and standard deviations (SD) of the top 5 most important effective clinical teaching behavioral characteristics ranked by respiratory therapy department managers. Data results were tabulated and presented in Table 3, which includes the item number on the survey, a description of the teaching behavior, and the corresponding category for each teaching behavior. Respiratory therapy department managers ranked the behavioral teaching characteristics "responds promptly," "demonstrates good communication skills," "facilitates critical thinking in clinical practice" as the most effective with a mean score value M = 5.0 and standard deviation (SD ± .0).
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Table 3. 5 Most Effective Clinical Teaching Characteristics Ranked by Respiratory Therapy Department Managers (n=9)
Item
No. Behavior Description Category Mean
Std. Deviation
PA10 Responds confidently Personal Attributes 5.0 .00
PA1 Demonstrates good communication skills
Personal Attributes 5.0 .00
PC11 Facilitates critical thinking
in clinical practice Professional competence 5.0 .00 PA11 Exhibits responsibility Personal Attributes 4.88 .33
PA9 Responds promptly Personal Attributes 4.88 .33
Findings Related to Research Question 3
The third research question asked, “What are the behavioral teaching characteristics among preceptors that respiratory therapy department supervisors consider the most important?” Table 4 shows mean scores (M) and standard deviations (SD) of the top 5 most important effective clinical teaching behavioral characteristics ranked by respiratory therapy department supervisors. Data results were tabulated and presented in Table 4, which includes the item number on the survey, a description of the teaching behavior, and the corresponding category for each teaching behavior. Respiratory therapy department supervisors ranked the behavioral teaching characteristics "Be approachable," "Be supportive & helpful," "Facilitates critical thinking in clinical practice," "Shows clinical skill competence" as the most effective with a mean score value M = 5.0 and standard deviation (SD ± .0).
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Table 4. 5 Most Effective Clinical Teaching Characteristics Ranked by Respiratory Therapy Department Supervisors (n=6)
Item
No. Behavior Description Category Mean Deviation Std.
RS8 Be approachable Relationship with
students 5.0 .00
RS7 Be supportive & helpful Relationship with
students 5.0 .00
PC11 Facilitates critical thinking in clinical practice Professional competence 5.0 .00 PC4 Shows clinical skill
competence
Professional
competence 5.0 .00
PA11 Exhibits responsibility Personal Attributes 4.83 .40
Findings Related to Research Question 4
The fourth research question asked, “What are the behavioral teaching characteristics among preceptors that respiratory therapy department’s educational coordinators consider the most important?” Table 5 shows mean scores (M) and standard deviations (SD) of the top 5 most important effective clinical teaching behavioral characteristics ranked by respiratory therapy department educational coordinators. Data results were tabulated and presented in Table 5, which includes the item number on the survey, a description of the teaching behavior, and the
corresponding category for each teaching behavior. Respiratory therapy department educational coordinators ranked the behavioral teaching characteristics "Demonstrates skills, attitudes & values that are developed by students in clinical area (Role modeling)," "Shows clinical skill competence," "Shows genuine interest in patients and their care" as the most effective with a mean score value M = 4.83 and standard deviation (SD ± .40).
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Table 5. 5 Most Effective Clinical Teaching Characteristics Ranked by Respiratory Therapy Department Educational Coordinators (n=6)
Item
No. Behavior Description Category Mean
Std. Deviation PC10 Demonstrates skills,
attitudes & values that are developed by students in clinical area (Role modeling)
Professional competence 4.83 .40
PC4 Shows clinical skill
competence Professional competence 4.83 .40
PC2 Shows genuine interest in patients and their care
Professional competence 4.83 .40 RS4 Encourages students to feel
free to ask questions or ask for help
Relationship with
students 4.66 .51
PA11 Exhibits responsibility Personal Attributes 4.50 .54 Findings Related to Research Question 6
The sixth research question asked, “What are the behavioral teaching characteristics among preceptors that respiratory therapy assistant managers consider the most important?” Table 6 shows mean scores (M) and standard deviations (SD) of the top 5 most important effective clinical teaching behavioral characteristics ranked by respiratory therapy assistant managers. Data results were tabulated and presented in Table 6, which includes the item number on the survey, a description of the teaching behavior, and the corresponding category for each teaching behavior. Respiratory therapy assistant managers ranked the behavioral teaching characteristics "Demonstrates skills, attitudes & values that are developed by students in clinical area (Role modeling)," "Able to communicate knowledge and skills to students for safe practice,"
"Facilitates student’s awareness of their professional responsibility" as the most effective with a mean score value M = 5.0 and standard deviation (SD ± .00).
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Table 6. 5 Most Effective Clinical Teaching Characteristics Ranked by Respiratory Therapy Department Assistant Managers (n=6)
Item
No. Behavior Description Category Mean
Std. Deviation PC10 Demonstrates skills,
attitudes & values that are developed by students in clinical area (Role modeling)
Professional competence 5.0 .00
PC6 Able to communicate knowledge and skills to students for safe practice
Professional competence 5.0 .00
PC1 Facilitates student’s awareness of their
professional responsibility
Professional competence 5.0 .00
PA4 Demonstrates enthusiasm for teaching
Personal Attributes 4.83 .40 PA2 Able to collaborate with
other disciplines
Personal Attributes 4.83 .40
Findings Related to Research Question 7
The seventh research question asked, “What are the behavioral teaching characteristics among preceptors that other respiratory therapy department administrators consider the most important? ” Table 7 shows mean scores (M) and standard deviations (SD) of the top 5 most important effective clinical teaching behavioral characteristics ranked by other respiratory therapy department administrators. Data results were tabulated and presented in Table 7, which includes the item number on the survey, a description of the teaching behavior, and the
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Table 7. 5 Most Effective Clinical Teaching Characteristics Ranked by Other Respiratory Therapy Department Administrators (n=2)
Item
No. Behavior Description Category Mean
Std. Deviation PA11 Exhibits responsibility Personal Attributes 5.0 .00
PA10 Responds confidently Personal Attributes 5.0 .00 PA3 Demonstrates self-control
& patience Personal Attributes 5.0 .00
PA1 Demonstrates good communication skills
Personal Attributes 5.0 .00
RS5 Allows freedom for discussion
Personal Attributes 5.0 .00
Findings Related to Research Question 8
The eighth research question asked, “What are the behavioral teaching characteristics among all participants consider the most important?” Table 8 shows mean scores (M) and standard deviations (SD) of the top 10 most important effective clinical teaching behavioral characteristics ranked by all participants. Data results were tabulated and presented in Table 8, which includes the item number on the survey, a description of the teaching behavior, and the corresponding category for each teaching behavior. All the participants ranked the behavioral teaching characteristic "Demonstrates skills, attitudes & values that are developed by students in clinical area (Role modeling)" and "Shows genuine interest in patients and their care "as the most effective with a mean score value of M = 4.83 and standard deviation (SD ± .37).
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Table 8. 10 Most Effective Clinical Teaching Characteristics Ranked by All Participants (n=36)
Item
No. Behavior Description Category Mean
Std. Deviation PC10 Demonstrates skills, attitudes
& values that are developed by students in the clinical area (Role modeling)
Professional competence 4.83 .37
PC2 Shows genuine interest in patients and their care
Professional competence 4.83 .37 PC4 Shows clinical skill
competence
Professional competence 4.80 .40 PA1 Demonstrates good
communication skills
Personal Attributes 4.75 .43 PC11 Facilitate critical thinking in
clinical practice
Professional competence 4.72 .45 PA11 Exhibits responsibility Personal Attributes 4.72 .45 RS8 Be approachable Relationship with students 4.72 .45 PC6 Able to communicate
knowledge and skills to the students for safe practice
Professional competence 4.72 .45
PC3 Demonstrates knowledge of respiratory therapy in the area of instruction
Professional competence 4.69 .46
31 CHAPTER V